I’ve long been a fan of Hyperdocs; a lesson-building format that focused on providing students with the resources they need to work at their own pace throughout a lesson or unit.
Hyperdocs also gives teachers the chance to support students in a lesson exactly when they need it most. The format works well in either virtual or blended learning environments, giving students control over the pace of the lesson.
With a bit of a different twist, there’s now the HyperRubric.
Think of it as a traditional rubric super-powered with examples and supports that will give students the resources they need to complete a task.
HyperRubrics can give help students answer the “why” behind what they are doing in a lesson rather than just the what. We’ve all had great lessons that students loved, but at the end of the lesson, students can’t really express what they were supposed to be learning during the lesson, only remembering the cool stuff they did.
Technology has become ubiquitous in society, and its presence is increasingly felt in schools. Many school districts have invested significantly in hardware, software, and digital resources for teachers and students. However, some educators remain reluctant to use technology in their classrooms. This blog post will discuss four reasons students need to use technology in school.
Why is it important for students to use technology in school?
Technology allows students to engage in authentic tasks requiring them to synthesize multiple information sources and effectively communicate their findings.
In the past, many classroom tasks were limited by what materials were available in the textbook or on the library shelves. With technology, students can now access a wealth of information with a few clicks of a button.
They can also collaborate with classmates around the world on complex projects. To prepare our students for the global economy, we must provide them with opportunities to use technology authentically.
How does using technology reinforce learning and memory encoding?
Using technology also reinforces learning and memory encoding. Studies have shown that when students interact with digital content, they encode information more deeply and retain it for longer periods of time.
This is due to what cognitive scientists call “the testing effect” – the finding that retrieval practice (i.e., testing oneself on material) enhances subsequent retention.
With technology, teachers can easily create formative assessments that help students practice retrieving information from their long-term memory storage. These formative assessment activities can be games, quizzes, or other types of interactive activities that are engaging and fun for students.
What are some of the best digital tools for making meaning?
There are also many great digital tools available for helping students make meaning of complex concepts. One example is Google Earth, which allows users to explore specific locations from a bird’s eye view or even go on virtual field trips to places they would never be able to visit in person (e.g., the bottom of the ocean floor).
Another example is SketchUp Make, a free 3D modeling program that can be used to create visual representations of mathematical concepts like volume or surface area (see image below). There are literally thousands of other examples out there – the possibilities are endless!
How can teachers use technology situationally to demonstrate knowledge?
Finally, teachers can use technology situationally to demonstrate their own expertise and understanding of specific content areas. When teachers effectively integrate technology into their instruction, it sends a message to their students that they value using 21st-century skills and believe that these skills are important for all learners – not just those who are “tech savvy” or “good at computers”.
In addition, by modeling effective uses of technology, teachers can help their students see how these tools can support deep understanding and provide additional ways of knowing beyond what might be possible without technology.
Technology has become ubiquitous in society, and its presence is increasingly felt in schools. Although some educators remain reluctant to use technology in their classrooms, there are many reasons why it is important for students to have opportunities to learn with technology – including increased engagement with content, deeper learning and memory encoding, exposure to new digital tools for making meaning, and Situational demonstrations of teacher knowledge.
As school districts continue to invest in hardware, software, and digital resources, it will become increasingly important for educators to understand how they can use these tools effectively to support student learning.
I read a passage from Robert Greene’s Daily Laws during my morning quiet time today. This morning’s entry dealt with a topic every educator – and person – deals with daily; handling our emotions.
Too often, we make choices based on our emotions. This is true for educators since we see the sides of society others often ignore. Hunger, abuse, indescribable home environments, and abandonment are just a few things we see as our students walk into the building.
We want to do what’s best for our kids because we love them. Too often, we become invested in their success and allow our emotions to take charge.
Of course, even if we can learn to master our emotions (something extremely difficult to do because we’re human), we can’t ever control the emotions of those around us.
The people you work with may not master their emotions. Administrators, other teachers, vital staff members, parents, and students have their own emotions to deal with, and many won’t make decisions detached from emotions. You, on the other hand, will do your best to control your emotions.
It’s not about having no emotions. That, frankly, is impossible. And utterly, completely boring. The goal is to control your emotions and choose not to let them be involved in decision-making. But perhaps even more important to this process is not getting sucked into the emotional whirlpool created by others.
Understand Wizard’s Third Rule: Passion Rules Reason. Most people we meet and associate with allow their emotions to guide every decision.
But not you. You remember Wizard’s Sixth Rule: The only sovereign you can allow to rule you is reason.
Stay focused, stay reasoned.
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It’s the end of another week, and we’re heading straight into the very witching time of the year. Hocus Pocus 2, Halloweentown, and The Nightmare Before Christmas have been on repeat at my house.
Many of us enjoy a good scare from time to time (because humans are weird), so here are ten things I found this week to help get you in the spooky mood…
For streaming fans, here are some new spooky tales to check out this spooky season (I am hearing amazing things about Werewolf by Night and Cabinet of Curiosities from my friend, Brian Rodman).
Speaking of Brian, if you’re a fan of all things comics & horror, you should check out his work. He’s venturing into prose in the coming months, and I can’t wait.
I keep talking about AI art generators and their ability to create some amazing creations from strings of words. Of course, they can’t take the place of true artists, nor should they. But they’re fun for projects like reimagining scary movie posters.
As always, thanks for reading. Enjoy yourself this Halloween, and remember to check your candy for anything suspect or ridiculous (Seriously, drug dealers aren’t going to randomly give their product away. They make money selling it.)
This newsletter is a reader-supported publication. The best way to support it is to shop for some of my favorite stuff (I get a cut) or hire me to speak or consult with your organization.
I finished Susan Cain’s Quiet this week and came away with several notes. Of course, my interest in this book on all things introverts was personal. I’m the introvert’s introvert. Yes, I stand in front of students and teachers every day. And I have given more in-person talks than I can remember, but I pay a price for that work.
I’m more comfortable at home. I curl up with a good book or build something in Minecraft. Both are more comfortable for me than being in front of people. I’m more expressive in my writing than I am while talking. I have time to collect my thoughts, and even now, I still worry about sounding like an idiot when I’m in front of people.
I’m much better in public now than when I was a kid, but I still have to put on my super-suit to make it through the day. And I often come home and collapse from the weight of being around people.
Reacting to the World
Turns out, there’s a reason why introverts like me respond to the world in the way we do. Cain presents research on people who have low- and high-reactive nervous systems. At first glance, you’d think that introverts are low-reactive and extroverts are high-reactive.
My friend, it’s the opposite. Introverts have high-reactive nervous systems. We have visceral reactions to the smallest events. Extroverts are extroverts because they’re looking for external stimulation. They need the excitement.
Introverts? We have plenty of excitement walking out the door in the morning, thank you very much. We don’t need anything else.
Now, put yourself in the place of one of your introverted students. How often do we do things in our schools that will throw this student’s nervous system into chaos?
I often think about why we do so many things in education the same way for every student. Yes, we provide interventions when students aren’t meeting achievement standards. But why do we make them sit in overfilled classrooms when we know some of them would rather be alone or in a small group?
We’re stifling great students by putting them in situations that wreck their world. And sometimes, we keep them from learning all they can.
Teachers ask students to collaborate all the time. We’re trained that collaboration makes for great student experiences. And that “we’re better together than we are apart.” I’m the first to admit that I follow that motto when working with students and teachers. Many times we’re right to put folks in groups.
But sometimes we’re not.
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Steve Wozniak, the co-founder of Apple, Inc., created the first Apple computer alone. He worked early mornings and late evenings around his job at HP. No workgroup, team, or other souls to talk with about his ideas. But he created the computer that began a revolution.
Musicians, especially professional musicians, know what makes or breaks their careers. It’s not the time they spend practicing with their ensemble. It’s how much time they spend in solitary practice. Great musicians practice around 4 hours a day alone, then practice more with their group.
Students sometimes don’t want to work in groups because they don’t want to do the work. Sometimes, it’s because they know they work well alone.
Flexible Collaboration
What if we allowed students to collaborate as they see the need? How could we design our classrooms and schools to facilitate this option?
We can use tools like instant messaging or chat tools. These tools create spaces where students can share ideas as needed. Jason Fried from 37Signals tells his employees to practice “passive collaboration.” Don’t meet unless you have to do so.
As a matter of fact, Jason tells people to cancel meetings. If you attend the same meetings I do as an educator; you know this is a good idea.
Microsoft has offices that offer sliding doors and removable walls. When appropriate, people can chat with their peers on a project. But then, they have the control to retreat into solitude and work.
Cain speaks about the “flow state” that people enter when they can concentrate and work. I experience this myself often when I’m working. It isn’t easy to get there without planning to do so, but when I can, oh my.
For me, I put on my headphones and crank up a playlist of techno, lo-fi, or some other repetitive music. It’s always in the background but never in the front of my mind. Sometimes I’m like Tim Ferris, and I’ll repeat a movie or TV episode repeatedly.
When do we allow students to get into a flow state? Do we ever? Introverts love to get into this flow state of uninterrupted work. They hate distractions.
Yet, we break it up every 50-60 minutes of every school day. Imagine how frustrating this is for some of your students.
Finding Your Restorative Niche
Your restorative niche is the place you go to rebuild your strength. This holds true for introverts and extroverts alike; their restorative niches look different. It doesn’t have to be a physical place; it can be a mental state of being.
Regardless of what it looks like, our students have restorative niches they need to visit. Many times per day. Likely, you have a restorative niche yourself that you need to visit.
What Now?
I don’t have answers for what I’ve talked about, but I know that we need to be more aware of how we take care of our introverts. Because I’m one of them, I know how terrible my school experience was all those years ago.
Is there a place for collaboration and group work among students and teachers? Yes. Is there also a place for solitude and quiet focus? Yes, and yes.
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There’s a project that I’ve wanted to begin for a few years. I thought I’d have the chance during my first year as a full-time digital learning coach, but then COVID happened, and things went off the rails.
Now, my project is running. I’m working with a group of teachers in my district; the Future Shift Fellowship. The teachers represent grade levels from K-12 and several different content areas. Our focus is on redesigning lessons to create deeper learning experiences for students.
In case you weren’t aware, this process isn’t easy. But, with the right outlook and tools to help, we’re making some headway on this journey.
The Right Tool for Framing Conversations
We’re using the wonderful 4 Shifts Protocol as our guiding light during all our conversations. If you’re not familiar with this protocol, here’s an overview:
The 4 Shifts Protocol is a questioning protocol that focuses on redesigning lessons in four areas: deeper thinking & learning, authentic work, student agency & personalization, and technology infusion.
It’s a simple tool to begin using, but it opens the door to much deeper conversations about what we ask students to do and how those tasks align with meaningful work in settings beyond the classroom.
Before this week’s meeting, I asked the fellows to read through the 4 Shifts handbook to guide our discussions. From the group, here are some of the thoughts they shared and their takeaways from the book:
The 4 Shifts Takeaways
My fellows know that one of my rallying cries about any change we undertake in our classrooms is to “embrace the suck.” It’s a military term used by trainers to get their trainees to understand that you must lean into being uncomfortable and push through difficulties. I use it to encourage teachers and students to keep going despite whatever difficulty they face with technology usage, rethinking lessons, or anything that “sucks” about change in education.
The fellows agreed that this book and protocol give them some support and encouragement to embrace the suck. And to know that things won’t always suck.
Next, they realized that lesson redesign will look different for different people because of the protocol’s flexibility. The 4 Shifts protocol respects teachers as professionals and masters of their craft. There is no dictation to use certain tools or methods in any of the shifts, merely yes/no/maybe questions to start conversations about how to change. It’s up to each teacher to determine how to best change each no to a yes.
One fellow brought up how, when used properly, infusing technology into lessons can give students greater control over their learning. Good technology integration should provide students with greater agency and provide them with opportunities to present their work to an authentic audience and setting. Thinking about lesson redesign with deeper learning in mind makes this possible.
It Doesn’t Have to Be Hard
We talked about our overachiever desire to do something spectacular with our students. If we’re going to redesign a lesson, we thought, we need to do something that’s never been done before and end the lesson or unit with some impressive technology project to show off to as many people as possible.
Of course, that’s not the point of this process. And the redesign doesn’t have to be difficult to implement or require huge changes to lead to deeper learning. Even small tweaks to your existing lessons can open new doors for students. Changing one small part of your lesson can give students a greater opportunity to think more deeply or, if appropriate, lead them down the path of becoming creators of content rather than consumers.
Ultimately, our goal in lesson redesign is moving students from inert learning to active learning, getting away from simple test prep to acquiring knowledge that sets them up for success in the world beyond our school walls.
What Happens Next
Our journey is just beginning with this fellowship. We’re starting small to spread this work across our school district. We will learn much along the way, and I’ll be sharing our work with all of you as we go. It’s an adventure for us and, we hope, for our students, too.
Change does not happen quickly, especially in education. However, our students are worth whatever changes we can make to help them be successful and live the life of their dreams, whatever that may be. The struggle is worth it because our kids are worth it.
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Since the dawn of time, students have been looking for ways to get out of writing papers. How do I know this? Because I was a student who tried to get out of writing papers.
I was terrible at it since I’d mostly just end up not writing the paper (Have I told you how horrible I was as a student in middle school & high school? Or maybe I wasn’t horrible, I just didn’t want to do things that were busy work and it all seemed like busy work…) and placing all my hopes for decent grades on awesome test-taking abilities.
Regardless of the wonderful technologies our students can use today, at some point, they are going to write a paper. Until we convince every teacher in the world that there are other ways to demonstrate learning mastery, there’s a paper in every student’s future. And there are times when a paper is the best form of assessment or communication.
With advances in artificial intelligence, we may need to rethink writing assignments for students.
Rethinking Writing with AI in Mind
As we think about creating deeper learning experiences for students and moving past work that doesn’t have applications outside the classroom and only asks for evidence of low-level learning, we educators need to know what’s possible with AI writing programs.
If you’re asking students to give an answer that looks something like a “listicle” you might find on a website, an AI writer can craft an incredibly decent response.
Without AI, innovate_rye says the homework they consider “busywork” would take them two hours. Now homework assignments like this take them 20 minutes.
I quickly searched for “ai writing apps” and retrieved around 82 million matches. The first page of the search results is littered with articles like “21 Best AI Writing Software Tools of October 2022 (Top 3 Picks)” and “21 Best AI Writing Tools of 2022,” amongst many others.
My point is this: students will find a way to game the system. They will put more effort into getting out of work than they will in doing the work if the work they are asked to do seems pointless.
Technology is a tool that we can leverage to complete mundane tasks. The part of that statement that is difficult to define is the mundane part. Who decides what tasks are mundane and which ones aren’t?
A Plea for More Authentic Tasks
I’m not saying that papers can’t be authentic; I’m saying that we have to think carefully about what we ask students to write about. As with all the work we ask of students, a move toward more authentic, student-centered learning is essential in our modern world.
Planning frameworks like the 4 Shifts protocol can help us think about the tasks we ask of students and how we can modify those tasks for more authentic work.
And maybe worry a little less about software writing student responses.
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Happy Monday to you all. I’m back after a nice break and ready to get things going this week. I’ve got some cool things to share with you today.
What I’m Reading:
Reversing Learning Loss
There’s a new working paper out of India that discusses the “learning loss” experienced by 19,000 students in Tamil Nadu, a state in southern India. I’m not the biggest fan of the term “learning loss” due to the COVID-19 pandemic, but that’s not a battle I can fight. I’m just diving into this report, but the results from the interventions provided by a government-run program show a significant reduction in the deficits.
Rethinking Exit Tickets
I’m more invested in student-centered, personalized learning and taking the focus of our classrooms from the teacher being the “ultimate source of knowledge,” so when I saw an article from Eric Sheninger on rethinking exit tickets, I jumped right in. Eric presents an example of an exit ticket that isn’t just a “did you learn” activity. It’s a short exercise, to be sure, but it provides a student a chance to reflect on their learning and think about their level of understanding of the topic.
I am, without a doubt, the introvert’s introvert. I thrive in my alone time. Susan Cain’s “Quiet” has been on my TBR list for some time, and I finally started reading it during my break. It’s brilliant.
I’m about a third of the way through it. My first big takeaway is society’s focus on being an extrovert. Extroverted behavior is encouraged in our schools, companies, and governments. Nobody wants to be an introvert. Until you dig a little deeper…
For instance, Cain points out that the ranks of CEOs are filled with introverts. She quotes the imminent business expert Peter Drucker who said when speaking of companies he consulted with, “the most effective leaders had little or no charisma and little use for the term or what it signifies.”
Another interesting point from the book: 128 companies studied showed that CEOs considered extroverts had bigger salaries than their introverted counterparts but not better corporate performance.
I wonder what damage we do to introverts in our schools by not letting them be who they are and working in ways best for them.
Quote of the Day:
The one who has no wounds has never fought a battle.
As a reward for completing some of my coursework, I binged three episodes of Andor on Disney+. Oh my goodness, it’s so good. I highly recommend it to anyone but especially to my fellow Star Wars fans.
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In case you haven’t heard, there’s a huge scandal in the world of chess. I’m fascinated by the game even though I’m a terrible player. Maybe I’ll dedicate some time to learn like an athlete and become a more respectable chess player.
I bring up the story of Hans Moke Niemann to talk a bit about the pressure our students put on themselves. Of course, sometimes they’re pressured to achieve by parents or other family members, but many times it’s the student’s inner demons pushing them to do and be more.
I wonder what other instances of cheating we’ll find in the next few years if we can’t find a way to move away from pursuing high-stakes achievement. We’ve already seen a college admissions scandal and now an alleged instance of cheating in the exclusive world of chess.
There has to be a better way.
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Sort of. While wasting time and avoiding writing a paper for my doctoral studies, I saw John Mayer (yes, I’m a fan, aren’t you?) share a story on Instagram with a link to something called the Steve Jobs Archive.
The site is sparse right now, but I’m sure will grow over time. On the front page, an email Jobs sent himself offers a poetic look at his respect for humanity. Written near the end of his life, I wonder how the contents of that email would differ were it from an earlier time. Jobs was a visionary but certainly was not ashining example of a good human (if you haven’t read Walter Isaacson’s biography, you should).
I wonder what we’ll learn from this new archive and if we’ll gain a better perspective on Jobs.
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